Recognizing Learning Disabilities in Bilingual Children: How to Lessen Inappropriate Referrals of Language Minority Students to Special Education

1986 ◽  
Vol 2 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Alba A. Ortiz ◽  
Elba Maldonado‐Colón
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Minority Students ◽  
Language Minority ◽  
Bilingual Children ◽  
Language Minority Students

Defining Mild Disabilities with Language-Minority Students

1989 ◽  
Vol 56 (2) ◽  
pp. 121-128 ◽  
Author(s):  
Robert Rueda
Keyword(s):  
Special Education ◽  
Minority Students ◽  
Language Minority ◽  
Relevant Research ◽  
Language Minority Students ◽  
Eligibility Criteria ◽  
Mild Disabilities ◽  
Special Education Placement ◽  
Psychometric Paradigm ◽  
System Approaches

This article considers the special education placement of language-minority students with mild disabilities as addressed by current eligibility criteria, as well as relevant research in special education. Problems with assessment, diagnosis, and placement of these students are a manifestation of problems related to larger issues within the special education field. The most basic of these is a continuing reliance on the psychometric paradigm. Attempts to institute reform in the education of language-minority students are categorized into one of three models, or system approaches: maintenance, improvement, and restructure.

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